Montessori education is often referred to as a form of peace education. Montessori herself recognized that the phenomenon of Normalization is one of the most significant results of her empirical research (Montessori, 2016). It is a phenomenon that brings divergent children with behavioral problems back onto the natural growth path. She described it as a sensational, miraculous, and sudden improvement of the children’s character rather than a gradual change (Montessori, 1966). This research was to reveal the exact timing, steps, and circumstances of Normalization and concluded that it leads to the ‘peaceful state’ in the classroom. The method involved an online survey of Montessori preschool teachers worldwide. Forty-eight replies were received from eight different countries. There were two most significant findings. First, what triggered normalization was ‘students’ spontaneous choice of work.’ Second, most Normalization was more of a ‘gradual phenomenon’ that took three or four years on average in pre-school, rather than a sudden miracle as Montessori described. As a result, 95% of the teachers answered that Normalization addressed children’s behavior problems. 63% of their students maintained their normalization state as ‘permanent’ or ‘semi-permanent.’ The individual child developed grace, courtesy, tranquility, and respect for others, which spread throughout the classroom. This study centered on Normalization as a potentially powerful tool for social change since this state is directly linked to concomitant individual and community peacefulness, which can certainly spill beyond the classroom walls into general society. Furthermore, this study identifies the key to an effective means for long-lasting social change.

Authors:
Ritsu Dansako, Kyushu University, Japan

About the Presenter(s)
Ms. Ritsu Dansako is an EFL lecturer at Kurume University and holds BA and MA from U.S. universities. She engaged in doctoral studies at Kyushu University until 2025. Her research interests are early childhood education and 2nd language acquisition.

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